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Peds Assessment and Intervention > AT and Universal Design > Flashcards

AT and Universal Design Flashcards

1
Q

Areas that technology can support what are they?

A 
Social skills 
Communication 
Attention 
Motor 
Self-confidence 
Independence 
ADL's
School Assignments 
Vocational Skills
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2
Q

What is the definition of AT according to PL108-364 AT act of 2004?

A

AT any item piece of equipment or product system whether acquired commercially off the shelf, modified or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.

AT service - assist individuals with selection, acquisition, or use of AT; relating and fabricating; training and coordinating with other disciplines.

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3
Q

True or False. Special education teams must consider AT annually? If needed? AT must be indicated where?

A

True

Individualized Education Plan

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4
Q

Does AT need to be addressed during what plan?

A

Transition

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5
Q

What are examples of Low tech ?

A

Pencil grips

High lighter tape

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6
Q

What are examples of Mid Tech ?

A

Portable keyboard

Big key calculator

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7
Q

What are examples of high tech ?

A

Lap top with the voice recognition system

Kurzweli providing text to speech

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8
Q

What are some models of assistive technology decision-making tools?

A

Student environment task tool

Child and Family-centered approach

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9
Q

Child and Family-Centered Approach to AT explain what is it ?

A

Social context important when selecting AT to trail
Cultural attitudes towards AT
Training team members to understand the importance and role of AT critical.
Natural setting - embed into a daily routine
Follow up regularly to monitor the use and ensure AT is not abandon.

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10
Q

True or Fale? 1/3 of individuals abandon AT?

A

True.

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11
Q

What are some causes of AT abandonment?

A 
Mismatch 
High expectations 
Failure to consider users preferences, ideas, and desires 
Lack of training and support 
Negative staff attitudes 
Inadequate assessment 
Difficulty obtaining and maintain equipment 
Time constraints 
Learned helplessness
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12
Q

What are key assessment concepts when thinking about AT?

A

Ecological
Practical
Ongoing

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13
Q

Ecological Assessment

A

Consider all environments/all contexts/ all people involved - use observation and teacher rating scales.
7th grader with reading disability- in class activity-assign each student to a junior high teaching assignment and answer the questions below.
Assess all classes
What needs to be read?
How much?
What needs to happen with this information?
What is the environment like?

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14
Q

Practical Assessment

A

Using the device in the natural setting where the student’s actions will take place (school/work)

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15
Q

What are some benefits to practical assessment?

A

The user gains experience with device
User is trained on the device
The device is practiced in multiple settings
Training can occur with multiple people

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16
Q

What are some features of practical assessment?

A

Used across multiple environments with multiple people
Data collection
Possible members of AT assessment team

17
Q

On-going Assessment

A

AT assessment never ends..

Monitored and evaluated with follow-ups and follow along.

18
Q

Why do OT perform an on-going assessment of AT

A

Ensure the device is being used
Ensure the device is still appropriate
Ensure that the AT is helpful and has not become obsolete or abandon
At can be considered a hypothesis that must be tested over time -trial and error.

19
Q

What are other considerations during the on-going assessment?

A

Active participation by the user in assessment helps discourage abandonment
Age and culture
Family participation important
Is the barrier that AT helped users overcome still present?
Students more effective with device over time?
New skills?
New demands?

20
Q

Areas of Assessment User/Task

A

User; Strengths, needs, special abilities, prior experience/knowledge
Task: reading, writing, mobility.
Consider mapping out user’s day.

21
Q

Areas of Assessment Device qualities/context

A

Device Qualities; reliability, operational ease, technical support, cost, gather information through literature review and research articles, user interviews, past experience-device must fir the user.
Low tech to high tech decision making
Context; across settings, over time.

22
Q

Where does the funding come from for AT?

A 
Medicaid 
Grants 
Private insurance
nonprofit agencies 
private foundations 
school 
private pay 
department of disabilities 
department of social services
23
Q

What is Universal design?

A

Concept of making all products and environments physically pleasing and usable to the greatest extent possible by everyone regardless of their age, ability, or status in life.
Design of products and environments so as many individuals as possible can access them
Make products and environments barrier-free

24
Q

What are the examples of UD?

A

Curb cuts
Ramps
Electronic books
Classroom schedules posted with graphic

25
Q

Switches

A

Input a signal into a toy, communication board, electronic aid to living.

26
Q

Switches can include what responses?

A 
A simple, single response 
Complex responses (waiting for the choice to be highlighted then activate the switch)
27
Q

What are Switches useful for?

A

Communicating
Socializing
Learning cause and effect

28
Q

How to choose a switch?

A

What device will be activated?
what are the cognitive, motor, and sensory abilities of user?
What is the best way to activate and deactivate the switch?
How much effort is involved?
What is the appropriate feedback the user needs?
Can user operate switch and scanning setup?

29
Q

What are momentary switches?

A

Activated as long as user presses switch

30
Q

What is latch switches?

A

The user presses switch to turn on and presses it again to turn off.

31
Q

What is timed activation switches?

A

Switch programmed using the timer and stay on for set time when pressed?

32
Q

What are the ways switches can be used?

A 
Movement (mechanical) of the body 
Electic activation (Electromagnetic) remote control, head-mounted light pointer/proximity heat sensitive.
Respiration- inhale and exhale (sip and puff switch)
Phonation - Voice/sound (voice recognition/the clapper)
33
Q

What are type of single-switch options?

A

Paddle -activated by body movement
Wobble - activated by body movement in two directions has auditory feedback.
Pneumatic - Sip and puff
Pillow - respond when pushed

34
Q

Computer Access

A 
Standard keyboard 
keyboard additions 
Joystick 
Trackball
Dwell click
Touch screen
Interface devices 
Pointing devices 
Alternate keyboards 
Voice recognition
35
Q

Computer Access: Standard Keyboard

A

Software to increase the accessibility of keyboard
Benefits: Decrease keystrokes, avoid needing to press two keys simultaneously, visual/auditory cues
The different key layout
QWERTY - Made for a typewriter to prevent jamming of keys.
DVORAK - Common keys on home row

36
Q

Computer Access: Keyboard Additions

A

KeyGuard - Helps separate keys to avoid accidentally accessing the wrong key
Moisture Guard - Protects from spillage or drool
Tactical Cues
Color-Coded.

37
Q

Computer Access: Alternate Keyboards

A

Mini-Keyboard
Enlarged keyboard
On-screen keyboard

38
Q

Computer Access: Voice recognition

A

Siri
Windows Operating System has voice recognition build in
Dragon Dictate Software
(write emails/ browse internet).

39
Q

Computer Access: Switch Interference

A

Joystick

Stationary based - multi-directional movement

Peds Assessment and Intervention (5 decks)

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